Theme Essential Question: How do characters, real and fictional, use words and actions to demonstrate perseverance?
Essential Questions:
How does a drama or poem’s form contribute to its meaning?
How does an author develop points of view in a text?
What is a central idea?
What is an objective summary?
Standards
R.L.7.6 Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
R.I.7.2 Key Ideas and Details: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
W.7.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.
W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
L.7.5.b Vocabulary Acquisition and Use: Use the relationship between particular words (e.g. synonym/antonym, analogy) to better understand each of the words.
Ongoing Standards
R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10 Range of Writing: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
L.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
L.7.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension.
Objectives: The Learner Will
TLW examine how a writer uses text form and character points of view to contribute to a text’s meaning.
TLW identify central ideas in a text and summarize objectively.
TLW use purposeful words, point of view, and form to create a reflective text.
Assessment Product: (a Reflective Text)
Bio/Persona poem: Write a bio-poem about a character, real or fictional, who you think demonstrates the epitome of perseverance. Present the poem as a dramatic reading.
Use a graphic organizer to compare two different poems with emphasis placed on central idea, point of view and form.
Reflective Essay: Wrtie a response to the essential question based on the poems, novels, plays, and biographies read in class: “How do characters, real and fictional, use words and actions to demonstrate perseverance?” Cite specific details from texts read. Possibly record your essay and upload it as a podcast.
Key Questions (match Standard)
Why is it important to write objectively?
What is an objective summary of the topic researched previously?
What are the central ideas?
Why do authors use specific points of view in their texts?
How do authors choose specific synonyms and antonyms in their writing?
Why do authors use [insert poetic form] when writing a poem?
What is a persona poem?
Observable Student Behaviors (Performance):
Student will be able to write objective summaries using a Graphic Organizer(s) or a form of Reflective Writing
Student will be able to write in a specific point of view, and use poetic forms and specific vocabulary in reflective writing.
Vocabulary
ELA
Contribute Develop Point of view Central idea Objective (summary) Personal/Bio poem Personal narrative (reflection) Analyze Contrast Poetic forms
Suggested Activities (see Legend to highlight MCO and [HYS])
Students orally summarize previously read texts; identify objectivity of it. [Summarizing/Notetaking]
Create a T-chart to contrast the points of views of characters in these texts and list beside each how it contributed to that text. [Similarities/Differences, Cues, Questions, Organizers, Non Linguistic representation], Intercultural Competence
Partner students to chart identify the point of view in an assigned previously read text, identify its contribution to the text, and present to the class. Socialization, [Similarities/Differences, Cues, Questions, Organizers, Non-Linguistic representation]
Write a short (informal) personal narrative of self-perseverance: using purposefully chosen words, point of view, and poetic form. Ethnicity/Culture, [Reinforcing/Recognition]
Poetic Music: Pass out song lyrics to students and have them read silently along as you play the song. Then ask them to summarize the song; identify the central idea; and analyze the use of poetic devices and specific vocabulary to enhance the song’s meaning.
Poetic Music Extension Activity: The students then create a song of their own using these same devices.
Theme Essential Question: How do characters, real and fictional, use words and actions to demonstrate perseverance?
Essential Questions:
Standards
- R.L.7.6 Craft and Structure: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
- R.I.7.2 Key Ideas and Details: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
- W.7.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.
- W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- L.7.5.b Vocabulary Acquisition and Use: Use the relationship between particular words (e.g. synonym/antonym, analogy) to better understand each of the words.
Ongoing Standards- R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- R.I.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.7.10 Range of Writing: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
- SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
- L.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
- L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- L.7.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
- L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
- L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
- L.7.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension.
Objectives: The Learner WillAssessment
Product: (a Reflective Text)
Key Questions (match Standard)
Observable Student Behaviors (Performance):
Vocabulary
Develop
Point of view
Central idea
Objective (summary)
Personal/Bio poem
Personal narrative (reflection)
Analyze
Contrast
Poetic forms
Suggested Activities (see Legend to highlight MCO and [HYS])
- Students orally summarize previously read texts; identify objectivity of it. [Summarizing/Notetaking]
- Create a T-chart to contrast the points of views of characters in these texts and list beside each how it contributed to that text. [Similarities/Differences, Cues, Questions, Organizers, Non Linguistic representation], Intercultural Competence
- Partner students to chart identify the point of view in an assigned previously read text, identify its contribution to the text, and present to the class. Socialization, [Similarities/Differences, Cues, Questions, Organizers, Non-Linguistic representation]
- Write a short (informal) personal narrative of self-perseverance: using purposefully chosen words, point of view, and poetic form. Ethnicity/Culture, [Reinforcing/Recognition]
Graphic Organizer [Similarities/Differences]- Y notes
http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/write_smart/assets/data/launch_files/IGO/Y_Chart_pdf.pdf- Use a Venn Diagram or Y-chart to have the students compare and contrast
http://my.hrw.com/la3/la09/student/minisites/igo/index.htmCooperative Learning Socialization
Homework
Terminology for Teachers:
personal narrative,
reflective essay
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
[High Yield Strategies]
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
Resources
Professional Texts
Literary Texts
Poems
- www.poets.org
- “Mother to Son”by Langston Hughes
http://www.poetryfoundation.org/poem/177021- “It was a Long Time Before” by Lesie Marmon Silko HMU2 p288
- “Abuelito Who” by Sandra Cisneros HMU2 p292
- “Oranges” by Gary Soto
http://edhelper.com/poetry/Oranges_by_Gary_Soto.htmInformational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
7 Matrix
Accelerated 7
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6